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The Center for Community Engagement at Arkansas State University
Positive Behavioral Interventions & Supports: Introduction/Overview
Tier I Module 1 Handbook
Revised Edition 12/5/18
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This PBIS Tier I Handbook was created to accompany the online video module RTI
Arkansas: Preparing for PBIS (IAC17034) (available at
http://ideaslms.aetn.org/mod/url/view.php?id=14891 – you will need an account
to login) or the online video module titled Introduction/Overview (located on A-
state PBIS website at http://cce.astate.edu/pbis/getting-started/). These online
modules are best supported when used in conjunction with live PBIS Tier I training
workshops. This handbook will guide teams as they work through the
implementation process.
Much of the material for this handbook is taken or copied directly
from, or adapted from the resources and work of
Michigan's Integrated Behavior and Learning Support Initiative
(https://miblsi.org/)
Missouri Schoolwide Positive Behavior Support (http://pbismissouri.org/)
OSEP Technical Assistance Center for PBIS (www.pbis.org)
Individual Schools, School Districts, or States, as referenced throughout
the Handbook
Note: “LINK:” Denotes an item/document/template that is conveniently
hyperlinked to a page on either the A-State PBIS website
(http://cce.astate.edu/pbis), or another website.
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Table of Contents
Positive Behavioral Interventions and Supports Introduction/Overview
Tier I Module 1 Handbook
Introduction/Overview
Content Page(s)
What is PBIS? 4
Why implement PBIS? 5
Stages of implementation 6
PBIS and academics 7-8
Complex Change Form 9
Survey examples 10-12
Discussion questions 13
Resources 14
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What is Positive Behavioral Interventions & Supports (PBIS)? PBIS is a framework or approach for assisting school personnel in adopting and organizing
evidence-based behavioral interventions into an integrated continuum that enhances academic
and social behavior outcomes for all students.
PBIS IS NOT a packaged curriculum, scripted intervention, or manualized strategy.
PBIS IS a prevention-oriented way for school personnel to (a) organize evidence-based
practices, (b) improve their implementation of those practices, and (c) maximize academic and
social behavior outcomes for students.
PBIS emphasizes the establishment of organizational supports or systems that give school
personnel capacity to use effective interventions accurately and successfully at the school,
district, and state levels through (a) team-based leadership, (b) data-based decision-making, (c)
continuous monitoring of student behavior, (d) regular universal screening, and (e) effective on-
going professional development.
- http://www.pbis.org/school/swpbis-for-beginners/pbis-faqs
PBIS School Impact
Patrick Henry Middle School Woodhaven-Brownstown
“The impact of implementing PBIS on behaviors and the general tone at our middle
school has been significant. Our school principal and I went from dealing with an
average of 10.3 behavioral infractions resulting in a suspension per day during the
2005-2006 school year down to an average of 3.8 per day this year. This significant
decrease in behavioral infractions has allowed us the opportunity to visit every
classroom this year. In addition to functioning as instructional leaders, we are also
given the opportunity to interact and connect with students in a manner that was not
possible two years ago.
I would not want to go back to a building that does not have the components of
Positive Behavior Support as a foundation for teaching, encouraging, and rewarding
expected behaviors. What a difference the PBIS program has made at Patrick Henry
Middle School!”
Tim Podlewski Assistant Principal Patrick Henry Middle School Woodhaven-
Brownstown Public Schools
Taken from Michigan’s Integrated Behavior and Learning Support Initiative: https://miblsi.org/training-materials/ppsc/training-sequence#schools
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PBIS is more than just adding interventions.
It is a change in philosophy.
PBIS is a proactive and positive approach to discipline rather than punitive discipline.
Why implement PBIS? What you can gain:
Clear, commonly understood behavioral expectations Clear, consistent ways of addressing both appropriate and
inappropriate behavior Behavior education and supports for all students, appropriate to
their needs Collaborative, on-going, data-driven problem solving More time for teaching A more positive environment Better grades and test scores
PBIS is the tool – the framework – that will guide you through the process of creating the
environment that you want to achieve!
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Stages of Implementation
Work to do
it right!
Should we
do it?
Work to do
it better!
Do we need to improve school climate?
Establish team, create behavior expectations, lesson plans, and acknowledgement systems, set up data collection system…
Kick-off assembly, teach lessons, monitor behavior
Adapted from: Michigan Department of Education
Taken from Michigan’s Integrated Behavior and Learning Support Initiative: https://miblsi.org/training-materials/ppsc/training-sequence#schools
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PBIS is a Prevention Framework
The Response to Intervention (RTI) Model – for academics AND
behavior:
➢ Tier 1: Core instruction (general education) for ALL students.
➢ Tier II: Targeted supports for students with non-serious repetitive
behaviors.
➢ Tier III: Individualized supports for students engaging in dangerous or
threatening behaviors.
Taken from Arkansas RTI: http://www.arkansased.gov/divisions/learning-services/curriculum-and-instruction/rti
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Behavior and Academics are Related
“If a child doesn’t know how to read, we teach.”
“If a child doesn’t know how to swim, we teach.”
“If a child doesn’t know how to multiply, we teach.”
“If a child doesn’t know how to drive, we teach.”
“If a child doesn’t know how to behave, we… …teach? …punish?”
“Why can’t we finish the last sentence as automatically as we do the others?”
(John Herner)
Behavior needs to be taught, just like academics:
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LINK: Complex Change Form
Using the worksheet below, begin generating some initial ideas and thoughts
around the questions in each box regarding your work with PBIS.
Component Initial Ideas & Thoughts Vision Where are we going?
Skills What do we need to learn?
Incentives Why are we doing this?
Resources What are we going to need to get there?
Action Plans What are the steps for getting there?
Adapted from Michigan’s Integrated Behavior and Learning Support Initiative: https://miblsi.org/training-materials/ppsc/training-sequence#schools
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LINK: Staff Survey Example
We want to know whether you would like to see changes in your school to increase positive behavior and school climate. Circle one response per question. Do not write your name on the survey. 1. My job is best described as
a. Certified – classroom instruction b. Certified – non-classroom/support staff c. Classified – in the classroom d. Classified – non-classroom/support staff e. Administration
2. When do the majority of behavior problems occur? a. Before school b. Recess/passing period c. During class time
d. Lunch e. After school
3. The behavior I spend most of my time correcting is a. Defiance/disrespect b. Inappropriate language c. Bullying
d. Property damage/misuse e. Fighting
4. I systematically award appropriate student behaviora. On a daily basis b. Weekly
c. Monthly d. Annually
5. I believe school expectations should be taught and practiced a. First day of school b. First week of school c. Twice a year
d. After breaks e. On a regular basis
6. I feel supported by administration’s management of discipline problems. a. Strongly disagree b. Disagree
c. Agree d. Strongly agree
7. Consequences are consistently applied across all areas of campus. a. Strongly disagree b. Disagree
c. Agree d. Strongly agree
8. I would like to learn new ways to work with all students.a. Strongly disagree b. Disagree
c. Agree d. Strongly agree
9. I am committed to supporting the implementation of school-wide reform to improve student behavior and increase school climate.
a. Strongly disagree b. Disagree
c. Agree d. Strongly agree
10. Please use the reverse side of this form to indicate any discipline or behavior concerns you would like the PBIS team to address.
*Adapted from San Bernardino City Unified School District (SBCUSD); PBS Initiative
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LINK: School Snapshot Survey on
Student Behavior
Circle One
Students in this school are well-behaved. No Yes
Students in this school respect the teachers. No Yes
How the school is dealing with student behavior is working well. No Yes
The school needs some new ways of dealing with student behavior.
No Yes
Teachers need to be more consistent in dealing with student behavior.
No Yes
The school needs to be more consistent in dealing with problem behaviors.
No Yes
Some days I sometimes get frustrated enough with student behavior that I wish I didn’t have to go to work.
No Yes
I would like our school to have a more positive school climate. No Yes
Children come to our school without a clear understanding of how to be respectful and responsible.
No Yes
I would like our school to have a way to manage behavior. No Yes
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Staff Survey Example – Sodus Middle School; Sodus, NY
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DISCUSSION QUESTIONS
1. How will you obtain staff buy-in?
2. How will you introduce PBIS to staff?
14
RESOURCES
PBIS Compendium – School Examples:
https://pbiscompendium.ssd.k12.mo.us/universal-examples
PBIS Technical Assistance Center – SWPBIS for Beginners:
http://www.pbis.org/school/swpbis-for-beginners
Missouri PBIS Website – Common Philosophy: http://pbismissouri.org/tier-1-
workbook-resources/
Maryland PBIS website – school examples:
http://www.pbismaryland.org/schoolexamples.htm
Videos
Every Opportunity: https://www.youtube.com/watch?v=VxyxywShewI&t=10s
Creating the Culture of Positive Behavior Supports:
https://www.youtube.com/watch?v=Vc-Tjqm20cU#action=share
Mona Shores High School example:
https://www.youtube.com/watch?v=0vPpo9Zg2BA&t=31s